The following list has been created in reference to the SWOT analysis:
Establish guidelines (do’s and don’ts) for students to follow, particularly with regards to appropriate use of video.
Students need to be provided with very clear instructions and guidelines for video assessment tasks (eg. exemplars, anti-exemplars, transparent marking keys, complementary step by step written and video instructions).
Lecturers need to invest additional upfront time to prepare video assessment tasks, which will then ensure greater efficiency when completing the actual assessment process.
Must get talent release forms from students before using them for any purpose other than to assess whether they’re competent.
Refrain from downloading and/or embedding video from third parties due to breach of copyright. Hyperlinks are generally OK, but consult with copyright experts within your organisation prior to publishing resources.
Wherever possible, brand uploaded videos with corporate logo to ensure your organisation receives due credit. Encourage students to do the same by branding their videos with their own name if they are concerned about copyright or plagiarism.
Leverage public exposure of online videos produced by your organisation (eg. on youtube) – stay ahead of the game and use it as a way of marketing yourself and the courses you deliver (IP issues are often overrated).
Establish ground rules for sharing/critique/review of peer videos to ensure it’s fully constructive. Don’t use this method of assessment if the learning group is too immature.
Provide alternatives for submitting video off-line such as CD-Roms, flash disks, etc.
Ongoing mentoring and training of lecturers to up-skill with regards to video assessment and/or e-learning.
Allocate time (eg. 1 up front workshop each semester) to teach students how to record an effective video – complete the first video assessment while under supervision if possible. Use "Watch me first" videos to assist.
Consider arranging students into small groups or pairs so they can assist each other with the process of recording, reviewing and uploading video.
Give students access to the resources and venue to produce video assessments (eg. access to equipment, classroom, lab, internet access, etc).
Establish contingencies for video assessment to ensure students who are unable to produce a video are not disadvantaged.
The following list has been created in reference to the SWOT analysis: